Unit 14 Effective Communication in Adult Care (H/652/0141) Assignment Brief 2026

Unit 14 Effective Communication in Adult Care Assignment Brief

Learning outcomes and Assessment Criteria

The learner can:

1. Know how to use communication skills to achieve positive interactions

1.1 Discuss communication skills, methods and models and the circumstances they may be most appropriately used in

1.2 Explain how to achieve maximum impact by using a range of appropriate communication skills and methods in adult care settings

1.3 Analyse how communication underpins:

• achievement of positive outcomes for individuals and others
• leadership and management of teams
• sustainable relationships and partnerships

2. Know how to manage and resolve conflict

2.1 Describe models of conflict management and conflict resolution

2.2 Explain factors that can cause friction and conflict within the workplace

2.3 Describe skills that underpin conflict management and conflict resolution techniques

3. Be able to communicate effectively with others

3.1 Demonstrate a range of effective communication styles, methods and skills

3.2 Apply communication skills appropriately in relation to message and audience for maximum impact

3.3 Adapt communication style in response to the emotional context and communication style of others

3.4 Identify and overcome barriers to communication with a range of people

4. Be able to develop communication systems and practices that promote positive outcomes

4.1 Monitor and evaluate the effectiveness of both internal and external communication systems and practices used in the workplace

4.2 Monitor and evaluate the effectiveness of communication practices to support positive outcomes for individuals

4.3 Propose improvements to communication systems and practices and lead the implementation of these improvements

Range

1. Know how to use communication skills to achieve positive interactions

1.1 Communication skills, methods and models:

Must include a range of skills, methods and models including digital.

In context this may include but is not limited to:

Skills:

• active listening
• open questioning
• empathy

Methods:

• verbal
• non-verbal
• written
• digital

Models:

• Tuckman’s stages of group development
• transactional analysis
• the Shannon-Weaver model

1.3 Outcomes:

An aim or objective that an individual would like to achieve or that needs to happen (for example, continuing to live at home, or being able to go out and about).

1.3 Individuals:

A person accessing care and support. The individual, or individuals will normally refer to the person or people that the learner is providing care and support for.

1.3 Others:

In this context, ‘others’ could include, but is not limited to:

• carers, loved ones, family or friends of those accessing care and support services
• team members
• colleagues and peers
• managers and supervisors
• professionals from other services
• visitors to the work setting
• members of the community
• volunteers

1.3 Relationships and partnerships:

Could include those involved in care service provisions (for example, networks, communities and other professionals and organisations).

3. Be able to communicate effectively with others

3.1 Communication styles, methods and skills:

Could include, but are not limited to:

• verbal: words, voice, tone, pitch, spoken and written
• non-verbal: body language, proximity, eye contact, touch, gestures, behaviour
• additional methods to support communication: signs, symbols and pictures, objects of reference
• face-to-face communication (physically together or online), phone calls, email, letters, reports, text messages, the use of digital technology and technological aids, social networks, presentations
• active listening skills including paraphrasing, reflection, summarising, reframing, providing encouragement
• interpretation of non-verbal communication
• ability to use silence to provide space and support

3.2 Audience:

In this context, the learner should demonstrate appropriate communication skills across and within a range of different audiences in the work setting.

Examples could include, but are not limited to:

• individuals accessing care and support services
• carers, loved ones, family or friends of those accessing care and support services
• team members
• professionals from other services

4. Be able to develop communication systems and practices that promote positive outcomes

4.1 Communication systems:

Learners must include manual and electronic systems.

Delivery and Assessment Guidance

This unit must be assessed in line with Skills for Care and Development assessment principles guidance.

This is a knowledge and skill-based unit. Knowledge evidence may be generated outside of the work environment, but the final assessment and decision must show application of knowledge within the real work environment.

Learning Outcomes 3 and 4 are skill-based, and primary evidence throughout the qualification should include observation of direct practice in the workplace in person.

It is acknowledged that remote observations could be used in appropriate circumstances, as an approach to enrich, enhance and triangulate main direct observations which have been carried out. Remote observations should not be planned and used as the primary approach. Safe and reliable approaches to use of remote technologies in the assessment process must be agreed with NCFE prior to use. This should include how the privacy, dignity and confidentiality of any individual will be protected and robust evidence recording protocols.

Examples of evidence for the learner portfolio:

• adaptations of information and communication for different contexts and audiences
• care planning cycle
• development of systems of communication
• information governance
• inspection reports and audits
• internal/external audits
• leadership and management styles
• models of communication used in setting
• networking activity
• partnership activity
• partnership protocols
• peer evaluation
• policy and procedural development
• quality improvement plans
• report on information exchange, local protocols and ethical considerations
• review and development of communication systems as a result of legal and ethical requirements and lessons learned
• risk assessments including use of technology
• role modelling
• safeguarding protocols
• self-assessment
• service level agreements
• supervision and appraisal
• team meetings
• workforce development

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